Social Media as a Personal Learning Network for Professional Development: Teachers in International Schools Use and Perspectives

Doak, Shannon H.

doi:10.18122/td/1379/boisestate

Cited by 2 publications

(3 citation statements)

References 46 publications

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“…(Participant 8, Lines 136-139) Especially, these views demonstrates teachers' strong concern to take individual responsibility for their PD "as free agent learners" (Mushayikwa & Lubben, 2009, p. 376), and social networks' contribution for accessing materials, resources and support (Alberth, Mursalim, Siam, Suardika, & Ino, 2018) across time and space (Parsons et al, 2019). Prior research also suggests that social media platform is an effective shared learning space where teachers produce new knowledge and negotiate their individual classroom practices (Dabbagh & Kitsantas, 2012;Doak, 2018;Haworth, 2016;Morgan, 2010;Visser, Evering, & Barrett, 2014). Although the increased support of network technologies for independent learning is well documented in the literature whether ESL teachers' have sufficient self-regulatory skills to manage such tools and applications to enrich their standards and quality in practice is a question.…”

Section: Implication Of Computer-mediated Communication Technologies For Teacher Qualitymentioning

confidence: 99%

Professional development and ESL teacher quality: An empirical study

Abeywickrama

2021

SL J. Soc. Sci. Hum.

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A broader awareness of ESL teachers' conceptions for engaging in PD is vital for them to gain productive outcomes from prevail-ing Professional Development (PD) opportunities. The qualitative case study reported here investigated the implications of PD initiatives to heighten ESL teachers' quality in their professional practice. The study used semi-structured interviews to gather data from ten in-service ESL teachers of a government university in Sri Lanka and, Thematic Analysis for recognizing, arranging and interpreting data. The results demonstrated four key implications of PD that empowered teachers to enhance the quality in their practice: (a) refinement of teachers' character and behaviour (b) sustaining teachers' currency of knowledge in terms of qualifications, content and overall knowledge and experience, thereby growing into quality practitioners with certificates and credentials, (c) enriching teachers' quality of delivery via improved skills and expertise, and (d) maintaining teachers' profes-sional standards. These outcomes could be achieved through both independent and sponsored PD activities regulated by dem-ocratic and managerialist principles respectively. The study has valuable implications for PD providers and policy makers, and points to the need of considering them in designing, delivering and framing PD activities in ESL in order to achieve optimum learner outcomes via meaningful PD initiatives.

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Section: Implication Of Computer-mediated Communication Technologies For Teacher Qualitymentioning

confidence: 99%

Professional development and ESL teacher quality: An empirical study

Abeywickrama

2021

SL J. Soc. Sci. Hum.

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“…Along with the development of existing technology, professional learning has shifted toward technological facilities. One popular platform is the use of social media such as Facebook, Twitter, WeChat, Edmodo, Google+, LinkedIn, Edweb, and Schoology, which empirically show a positive impact on various aspects of professionalism and competence (Bommel et al, 2018;Bommel & Liljekvist, 2016;Carpenter & Krutka, 2015;Colwell & Hutchison, 2018;Doak, 2018;Goodyear et al, 2019;Keles, 2018;Nagle, 2018;Prestridge, 2018;Xue et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Previously, PLN have been conducted using social media. These research explored the social media platform approach for professional learning from the factors of use, forms of activity, and teachers' results (Bissessar, 2014;Bommel et al, 2018;Brown, 2020;Bruguera et al, 2019;Doak, 2018;Goodyear et al, 2019;King, 2017;McLoughlin, 2016;Mostafa, 2020;Nochumson, 2018;Parsons et al, 2019;Trust & Prestridge, 2021).…”

Section: Introductionmentioning

confidence: 99%

Professional Learning Network Activities of Indonesian Teachers: Differential Item Functioning Analysis of Teachers’ Backgrounds

KRISMANTO,

SETYOSARI,

KUSWANDI

et al. 2023

TOJDE

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Teachers’ professional development was gradually shifting to the learning paradigm. Developing a professional learning network (PLN) using social media platforms was one method of teachers’ learning. Therefore, this research aimed to investigate the level and differences of activity of teachers when engaged in social mediabased PLN using a non-experimental quantitative design. A total of 504 teachers were sampled, and data were collected using PLN Activities Questionnaire (TPLNAQ). Furthermore, the Winsteps application was used to perform the Rasch model analysis. The findings indicated that all teachers sampled had a moderate level of social media-based PLN activities. The demographic factor of qualifications significantly differed between teachers who joined the social media-based PLN. However, some instrument items showed significant differences in responses to the demographic factors of the teachers sampled, namely gender, age, teaching experience, qualifications, and certification.

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Social Media as a Personal Learning Network for Professional Development: Teachers in International Schools Use and Perspectives

Cited by 2 publications

References 46 publications

Professional development and ESL teacher quality: An empirical study

Professional development and ESL teacher quality: An empirical study

Professional Learning Network Activities of Indonesian Teachers: Differential Item Functioning Analysis of Teachers’ Backgrounds

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